Math Content Conceptual Category and Domain Code
Learning Standard Number
Text of Mathematics Learning Standard
2.C.01, 2.C.03
8.NS.1
Understand informally that every number has a decimal expansion; the rational numbers are those with decimal expansions that terminate in 0s or eventually repeat. Know that other numbers are called irrational.
Performance Example:
Student will measure paint film thickness using appropriate measuring devices. Student will use knowledge of decimal expansion to compare and order measures.
Embedded Science and Technology/Engineering
Physical Science (Chemistry)
CVTE Learning Standard Number
Subject Area,
Topic Heading and
Learning Standard Number
Use the periodic table to identify the three classes of elements: metals, nonmetals, and metalloids
Performance Example:
Students use the periodic table to classify elements. For example, students identify two elements from each of the three classes of elements, metals, nonmetals and metalloids that are found in automobiles and explain the function of each of these elements.
2.A.01-
2.L.06
2.A.01-
2.L.06
2.A.01-
2.L.06
Chemistry Grades 9-12
Properties of Matter 1.1
Chemistry Grades 9-12
Properties of Matter 1.2
Chemistry Grades 9-12
Properties of Matter 1.3
Identify and explain physical properties (e.g., density, melting point, boiling point, conductivity, malleability) and chemical properties (e.g., the ability to form new substances). Distinguish between chemical and physical changes.
Explain the difference between pure substances (elements and compounds) and mixtures. Differentiate between heterogeneous and homogeneous mixtures.
Describe the three normal states of matter (solid, liquid, gas) in terms of energy, particle motion, and phase transitions.
Performance Examples:
Students distinguish between physical and chemical properties and changes. For example, students identify substances that are found in automobiles and explain their physical and chemical properties.
Students classify matter as either pure substances or mixtures. For example, students create a graphic organizer including the terms pure substances, elements, compounds, mixtures, heterogeneous and homogeneous mixtures and add an example found in automobiles to each sub-category of matter.
Students recognize that there are three normal states of matter and can describe phase changes in thermodynamic terms. For example, students identify pure substances found in automobiles that are usually found in either the solid, liquid or gas phase and describe the motion of the atoms or molecules that make up the substance. Students use a table to identify the temperatures at which phase changes occur for each pure substance at one atmosphere pressure (melting/freezing and boiling /condensation temperatures).
2.A.01-
2.L.06
2.A.02
2.A.05
2.C.02
2.F.01
2.H.03
2.G.01-06
Chemistry Grades 9-12
States of Matter, Kinetic Molecular Theory, and Thermochemistry 6.5
Chemistry Grades 9-12
States of Matter, Kinetic Molecular Theory, and Thermochemistry 6.1
Chemistry Grades 9-12
Chemical Reactions and Stoichiometry 5.4
Chemistry Grades 9-12
Acids and Bases and Oxidation-Reduction Reactions 8.4
Chemistry Grades 9-12
Chemical Reactions and States of Matter, Kinetic Molecular Theory, and Thermochemistry 6.3
Recognize that there is a natural tendency for systems to move in a direction of disorder or randomness (entropy).
Using the kinetic molecular theory, explain the behavior of gases and the relationship between pressure and volume (Boyle’s law), volume and temperature (Charles’s law), pressure and temperature (Gay-Lussac’s law), and the number of particles in a gas sample (Avogadro’s hypothesis). Use the combined gas law to determine changes in pressure, volume, and temperature.
Determine percent compositions, empirical formulas, and molecular formulas.
Describe oxidation and reduction reactions and give some everyday examples, such as fuel burning and corrosion. Assign oxidation numbers in a reaction.
Using the kinetic molecular theory, describe and contrast the properties of gases, liquids, and solids. Explain, at the molecular level, the behavior of matter as it undergoes phase transitions.
Performance Examples:
Students recognize that all thermodynamic processes irreversibly dissipate energy which cannot be used as work. For example, students explain limits to engine efficiency as related to irreversible energy transformations to heat.
Students use kinetic molecular theory to explain relationships between the pressure, volume and temperature of an ideal gas. For example, students use kinetic molecular theory to explain pressure and temperature, and prepare four graphs of ideal gas behavior keeping the third parameter constant: Pressure vs. volume, volume vs. temperature, pressure vs. temperature and volume vs. number of moles (number of particles). Students explain each graph.
Given an empirical formula, students calculate percent composition by mass of elements in a compound for example, given the periodic table and the molecular formula for a simple compound; students determine percent composition by mass for each element in the compound.
Students recognize that many common chemical reactions may be classified as redox reactions. For example, students compare and contrast chemical equations for the combustion of acetylene with two chemical equations for metal rusting.
Students describe the properties of gases, liquids and solids in terms of particle motion. For example, students compare the motion of the atoms in the welded area before, during and after the addition of heat energy to the area.
2.H.02
2.I.02
2.K.01
2.I.03
Chemistry Grades 9-12
Chemical Reactions and Chemical Bonding 4.6
Chemistry Grades 9-12
Acids and Bases and Oxidation-Reduction Reactions 8.2
Name and write the chemical formulas for simple ionic and molecular compounds, including those that contain the polyatomic ions: ammonium, carbonate, hydroxide, nitrate, phosphate, and sulfate.
Relate hydrogen ion concentrations to the pH scale and to acidic, basic, and neutral solutions. Compare and contrast the strengths of various common acids and bases (e.g., vinegar, baking soda, soap, citrus juice).
Describe the process by which solutes dissolve in solvents.
Classify chemical reactions as synthesis (combination), decomposition, single displacement (replacement), double displacement, and combustion.
Performance Examples:
Students name and write chemical formulas for simple compounds. For example, students name common paint components and write out chemical formulas for each using a table.
Students examine a pH scale and use it to categorize the relative strengths of acids and bases. For example, students use a table to identify the pH of battery acid and explain why personal protective equipment (PPE) is required when working with battery acid, but not when working with water.
Students describe the process of solvation. For example, students compare mixing of hydrophobic-hydrophobic, hydrophilic-hydrophilic and hydrophobic-hydrophilic solutions. Students also qualitatively compare the heats of solution of common substances in water.
Students classify chemical reactions by type. For example, students research older and newer refrigerants used in automobiles and, in a short paper, describe the chemistry of refrigerant mediated ozone depletion including classification of one of the chemical reaction steps. Students explain the reasons for special handling of refrigerants, and state a claim regarding the safety of currently used refrigerants.
2.K.01
2.H.01-2.L.06
2.H.01-2.L.06
Chemistry Grades 9-12
Solutions, Rates of Reaction, and Equilibrium
Chemistry Grades 9-12
SIS3: Analyze and interpret results of scientific investigations.
Chemistry Grades 9-12
SIS4: Communicate and apply the results of scientific investigations.
Describe the process by which solutes dissolve in solvents.
Use results of an experiment to develop a conclusion to an investigation that addresses the initial questions and supports or refutes the stated hypothesis.
Develop descriptions of and explanations for scientific concepts that were a focus of one or more investigations.
Review information, explain statistical analysis, and summarize data collected and analyzed as the result of an investigation.
Explain diagrams and charts that represent relationships of variables.
Construct a reasoned argument and respond appropriately to critical comments and questions.
Use language and vocabulary appropriately, speak clearly and logically, and use appropriate technology (e.g., presentation software) and other tools to present findings.
Use and refine scientific models that simulate physical processes or phenomena.
Performance Examples:
Students describe the process of solvation. For example, students compare mixing of hydrophobic-hydrophobic, hydrophilic-hydrophilic and hydrophobic-hydrophilic solutions. Students also qualitatively compare the heats of solution of common substances in water.
Students use the results of their investigations to reach conclusions. For example, students frame their repair plan as a scientific experiment, i.e., identify the problem, write a hypothesis, describe the experiment and reach a conclusion that either supports or refutes their original hypothesis.
Students rigorously evaluate, communicate and respond to challenges of the findings of their investigations. For example, students execute their repair plan. They present the process by which they came to their solutions in a logical way and use critical thinking in their response to constructive challenges of their methods and solutions.
